Living School

Content

We adhere to the Ministry of National Education programs (language, learning about the world, living together, self-expression through movement and creation) while adding some indispensable features:

• Life skills: self-fulfillment, self-confidence, the ability to get along well with others, etc. This dimension is based on the fact that the principal and teachers have and will continue to receive life skills training.

For example, our teachers say:

• “Great, Océane, you’ve succeeded! See, now you know how to do this exercise! Are you happy you succeeded?”
• “Marceau, you know, I really appreciate it when you’re quiet, and so does the rest of the class, don’t you? Three cheers for trying! How do you feel when you’re quiet?”

Instead of saying:

• “Not bad, Océane, you’re improving but you can do better!”
• “Marceau, how many times do I have to ask you to settle down today?”

• Health & vitality: Everyday we incorporate nutrition, sport, breathing, relaxation, etc. into the curriculum. During the 2007-2008 school year, we planned a series of several health courses (“eating well”, “moving and breathing”, etc.) with a specialized doctor in prevention and holistic health for children.
• Sustainable development: In our curriculum knowledge of and respect for the environment and all living things, ecological gestures, etc. is of utmost importance. During the 2007-2008 school year, our main theme was trees and forests. We had two field trips to the forest with a reforestation expert who helped us design a terrarium so we could observe the life cycle of our planet and realize its essential role in sustaining life.
• English: 50% of the time in immersion
• Introduction to computers

Multi-age

Children 2.5 to 8 years old are grouped together into 3 double-level classes, where they can develop at their own pace. This method allows children to move ahead with the older ones on the subjects they master and helping the older students develop empathy and leadership with those they do not grasp a concept as well. This type of organization naturally fosters cooperation and appreciation of one another. During the morning workshops, the children are divided into sub-groups to follow the program of their section.

A typical day

The entire afternoon, a teacher from an English-speaking country is present, leads activities and speaks to the children in English only.

8:30 – 9:00 a.m.: Staggered welcome

Independent Activity Time: welcome, drawing, board games, construction games, reading nook, etc.

9:00 – 9:15 a.m.: Morning Meeting

Songs, daily breathing exercise to relax oneself and start the day, children´s check-up (how they feel this morning), what´s new, life notebook on certain mornings, Presentation and launch of workshops by team

9:15 – 10:00 a.m.: Workshops

Writing, reading, mathematics, free activities, sport, and yoga (differentiated depending on the level) focusing on each child´s basic skills.

10:00 – 10:30 a.m.: Assembly

Songs and daily routines: roll call, date, weather, nursery rhymes, counting or rhythmic games, etc.

10:30 – 11:10 a.m.: Recreation

at the Park Buttes Chaumont; Playground, on the grass, or in the sand box.

11:10 – 11:30 a.m.: Story Time

Reading for pleasure (Independently or Shared) «What is this?»

11:30 a.m. – 12:45 a.m.: Lunch break.

The children help set and clear the table. . They go to the bathroom and brush their teeth.

12:45– 2:30 p.m.: Nap Time or Independent Activities

The younger students take a nap while the older students continue learning their writing and reading skills.

2:30– 3:45p.m.: Creative Projects and Crafts

Conducted in English; Projects are designed in accordance with our thematic units. (On Tuesdays and Thursdays, we spend some of the afternoon in the park instead).

3:45– 4:05 p.m.: Get-Together in English

Songs, nursery rhymes, counting games, stories or rhythmic games in English.

4:05 – 4:20 p.m.: Organic Snack Time

4:20 – 4:30 p.m.: Dismissal